Reading subskill differences between students in Shanghai-China and the US: evidence from PISA 2009

Li, Hongli; Lei, Pui Wa; Pace, Christi L.

doi:10.1080/13803611.2013.803439

Cited by 7 publications

(4 citation statements)

References 40 publications

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“…When compared with the results of PISA 2000?, Hong Kong students significantly improved in integrating and interpreting. The strong performance of Hong Kong students in higher level reading skills was consistent with the findings of Li et al (2013). Also using the PISA 2009 dataset, they found that when controlling for overall reading ability, Shanghai students were more proficient in integrating and interpreting and in reading continuous texts than were U.S. students, but that there was no significant difference in their proficiency in accessing and retrieving.…”

Section: Discussionsupporting

confidence: 82%

Reading Performance and Self-regulated Learning of Hong Kong Students: What We Learnt from PISA 2009

Lau

2015

Asia-Pacific Edu Res

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The outperformance of Chinese students in large-scale international assessments has increasingly attracted the attention of researchers. This study explored the relationship between an important student factor, selfregulated learning (SRL), and Hong Kong students' reading performance on Programme of International Student Assessment (PISA). Using data from PISA 2009, this study found that Hong Kong students obtained an overall strong performance on the PISA 2009 reading assessment. They were relatively good at reflecting and evaluating and reading continuous texts. Compared with the OECD average, Hong Kong students showed better reading engagement and perceived a more positive classroom disciplinary climate in their reading lessons, but they used fewer control strategies, had poorer awareness of effective reading strategies, and perceived a lower degree of teacher stimulation and scaffolding. Reading enjoyment and control strategies were the most important SRL components facilitating Hong Kong students' reading performance, after controlling for other background variables in multilevel analysis. Possible cultural and contextual factors affecting Hong Kong students' SRL and reading performance, and their relationship are discussed to shed light for understanding the paradox of Chinese learners and improving the instructional practices in Chinese classes.

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Section: Discussionsupporting

confidence: 82%

Reading Performance and Self-regulated Learning of Hong Kong Students: What We Learnt from PISA 2009

Lau

2015

Asia-Pacific Edu Res

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“…Also, the real reason why Chinese students outperform Western students is that they work hard, know the value of schooling, and are good test-takers, and the contents of some international tests are suited to the contents of Chinese curricula ( Morrison, 2006 ). As for “Shanghai Shock,” Li et al (2013) revisited the premise of the shock and consequently found that the stereotype that Shanghai students use memorization frequently are not true by using the PISA 2009 dataset. This finding means that the paradox is not valid for Shanghai students.…”

Section: Literature Reviewmentioning

confidence: 99%

Effects of Self-Regulated Learning on Student’s Reading Literacy: Evidence From Shanghai

2021

Front. Psychol.

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Many empirical studies have been conducted to investigate self-regulated learning (SRL) in the Western countries. Less well investigated is the SRL in the Chinese Mainland students and how it affects their academic achievement. On the basis of PISA 2009, this paper is aimed at exploring the SRL of 15-year-old Shanghai students, as measured by cognitive strategy (elaboration and memorization), metacognition (metacognition in understanding and remembering, metacognition in summarizing, and control strategy), and motivational belief (enjoyment of reading). In the aspect of SRL nature, the results reveal that 15-year-old students in Shanghai use elaboration strategy frequently and seldom use memorization strategy, and that they have high metacognition in understanding, remembering, and summarizing but have low control strategy, and that their enjoyment of reading is relatively high. In the aspect of SRL’s consequence for reading literacy, findings from multilevel linear regression corroborate previous evidence from the Western countries about the effect of SRL on academic achievement. Specifically, elaboration strategy, metacognition in understanding and remembering, metacognition in summarizing, control strategy, and enjoyment of reading are conducive to students’ reading literacy, while memorization strategy exerts a significantly negative effect on reading literacy. The findings could be useful in helping us to gain a better understanding of Shanghai students’ SRL.

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“…Areepattamannil and Caleon (2013) used regression analysis to uncover that memorizing techniques negatively impact math quality in East Asian countries, while control strategies positively correlate with learning outcomes; however, the impact of elaboration strategies varies. Li et al (2013) employed a Fixed and Random Effects Model to find that U.S. students reading noncontinuous texts perform notably better than Shanghai-Chinese students based on 2009 PISA data. Lastly, Sun et al (2012) utilized multilevel modeling to show that factors such as sex, socioeconomic status, motivation, and self-efficacy are associated with improved science learning outcomes among students in Hong Kong, as per 2006 PISA data.…”

Section: Pisa Average Mathematics Scoresmentioning

confidence: 99%

Investigating the factors affecting the PISA-based test performance of Asian students

Çağlayan Akay,

Oskonbaeva

2024

Econ. J. Emerg. Mark.

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Purpose ― This study investigates the factors affecting the learning outcomes of Asian students. Methods ─ The effects of both educational inputs and economic and socioeconomic variables on the PISA scores of 10 Asian countries (Hong Kong, Indonesia, Japan, Singapore, Macau, Korea, Turkey, Israel, Qatar, and Thailand) for the years 2006, 2009, 2012 and 2015 were examined using unbalanced panel data. Findings ─ The results show that country-level economic factors strongly affect academic achievement. Furthermore, country-level economic factors dominate the other explanatory factors in the numerical and statistical sense. Implication ─ The findings provide valuable information for educators, policymakers, and researchers aiming to develop efficient educational strategies to improve educational quality. Furthermore, the results offer policy suggestions for addressing factors that impact the quality of education both at the national and international levels.Originality ─ This research enhances the current body of knowledge by investigating how economic and socioeconomic variables affect students' math, science, and reading performance, particularly emphasizing Asian countries.

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Reading subskill differences between students in Shanghai-China and the US: evidence from PISA 2009

Cited by 7 publications

References 40 publications

Reading Performance and Self-regulated Learning of Hong Kong Students: What We Learnt from PISA 2009

Reading Performance and Self-regulated Learning of Hong Kong Students: What We Learnt from PISA 2009

Effects of Self-Regulated Learning on Student’s Reading Literacy: Evidence From Shanghai

Investigating the factors affecting the PISA-based test performance of Asian students

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